AN INTEGRATIVE METHODOLOGY FOR ENHANCING THEPROFESSIONAL COMMUNICATIVE PROFICIENCY OF FUTUREENGLISH TEACHERS

Abstract

This study explores the efficacy of an integrative methodology
designed to enhance the professional communicative proficiency of pre-service English teachers. As global educational standards shift toward communicative competence, teacher training programs must evolve beyond traditional grammar-translation methods. This paper proposes a multidimensional framework that merges linguistic competence, pedagogical content knowledge (PCK), and social-emotional learning (SEL) strategies. By analyzing the integration of these domains within teacher preparation, this study argues that a holistic approach significantly improves teaching efficacy in EFL (English as a Foreign Language) classrooms. Data collected through a quasi-experimental approach suggests that student-teachers exposed to this integrative model demonstrate greater adaptability, improved classroom management, and more sophisticated linguistic output compared to traditional cohorts.